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OFTSED Levelling the playing field report

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OFTSED Levelling the playing field report

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Levelling the playing field: the physical education subject report

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For many pupils, physical education (PE) will be the first and only place where they are taught safe, efficient and intelligent movement. In PE, pupils are also taught important health-related knowledge to help them make informed decisions about how to live a healthy, active life. When taught well, high-quality PE challenges myths, misconceptions and ingrained inequalities that can limit participation for all. In addition to timetabled PE lessons, schools also offer extracurricular experiences that can provide additional time for high-quality instruction, practice and feedback to increase pupils’ competence and confidence in PE, physical activity and sport.

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https://www.afpe.org.uk/physical-education/glossary-of-terms/

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Association for Physical Education - Association For Physical Education | P.E.

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Agility - Agility is the ability to change the direction of the body in an efficient and effective manner. www.brianmac.co.uk/agility.htm

Pupils can be encouraged to develop their agility through travelling in large and small spaces in gymnastics and dance and in taking part in team games, fitness and other activities involving directional changes.

Analyse - To examine in detail in order to discover meaning and/or essential features; to break down into components. http://dictionary.reference.com/browse/analyse; to examine the nature or structure of something, especially by separating it into its parts, in order to understand or explain it. www.oxfordlearnersdictionaries.com/definition/english/analyse

Pupils should be able to use a variety of methods to analyse their own and others' performances in a range of different activities.

Applying - To put into action. www.thefreedictionary.com/applying

Pupils should be given opportunities to practise and apply their learning in different activities. This provides an opportunity to revisit previous as well as further develop learning. Links between activities should also be made to highlight and enable pupils' transference of skills.

Balance - The ability to maintain equilibrium when stationary or moving (i.e. not to fall over) through the coordinated actions of our sensory functions (eyes, ears and the proprioceptive organs in our joints).

Static Balance - The ability to retain the centre of mass above the base of support in a stationary position.

Dynamic Balance - The ability to maintain balance with body movement. www.brianmac.co.uk/agility.htm

Pupils should be able to balance on two feet before attempting to balance on one foot, on other parts of the body or inverted.

Broad Range of Opportunities - Not limited or narrow; of extensive range or scope: a broad range of interests; of broad appeal.

Pupils should be offered a variety of age appropriate differentiated physical activities to develop and extend their agility, balance, coordination, fitness and motor skills, and to accommodate their different strengths, interests and needs.

Challenge - Something that by its nature or character requires special effort, is demanding. http://dictionary.reference.com/browse/challenge

Intellectual challenge - Where the demand relates to thinking in an intelligent way and understanding, especially difficult or complicated concepts or ideas.

Intellectual challenge is provided by outdoor education within the NC. This should be viewed in the context of setting pupils mental challenges in which they have to overcome and solve problems.

Physical challenge - Where the demand relates to physical performance, for example, performing a difficult or complex skill or task. A physical challenge might involve endurance-related tasks.

Competent - Having suitable or sufficient skill, knowledge and experience. http://dictionary.reference.com/browse/competent

Within physical education, terms such as fluent, controlled, aesthetically pleasing or with very few errors could be used to describe what a competent performance looks like.

Competence - The ability to do something successfully or efficiently.

Pupils should develop competence in the fundamental movement skills to enable them to develop competence across the range of activities within the physical education curriculum.

Competitive sport - Competition refers to a contest for some prize, honour or advantage. http://dictionary.reference.com/browse/competition; competitive sport is usually played or participated in between two or more persons or teams striving for the common goal of winning.

Although pupils at KS1 and KS2 enjoy a competitive element in activities, the extent and type of competition needs to be age appropriate. KS1 pupils can take part in activities where they compete against their personal bests, which may be rewarded with positive feedback and praise. Pupils can also take part in simple games in groups of 2-4, where attitude and motivation as well as performance are acknowledged.

Pupils at KS2, 3 and 4 can also compete against their personal bests. KS2 and 3 pupils should also take part in differentiated partner and small group or modified games and activities. KS 2 pupils may begin to take part in some of the mini versions of sports i.e. Quick Cricket, Red tennis etc, while at KS3 and 4, pupils should progress towards taking part and competing in full games and regulation sports. Pupils should also be encouraged to use competition as a way of peer and self assessment.

Complex - So complicated or intricate as to be hard to understand or deal with; http://dictionary.reference.com/browse/complex; or in the physical education context, to be hard to perform.

Tactics, strategies or techniques and skills might be complex and KS 4 pupils should be encouraged to develop these to a more advanced level across a variety of physical activities.

Confident - To be certain about something or feeling sure of oneself and one's abilities. http://www.yourdictionary.com/confident

To promote confidence pupils should be appropriately challenged and praised for working to the best of their ability and making progress. In turn, this should motivate and encourage them to have a go and try new things. It is also important pupils feel confident in their teacher's knowledge and ability to support their learning.

Control - To exercise restraint or direction over; dominate; command. http://dictionary.reference.com/browse/control

Pupils from a young age should be encouraged to focus on controlling their movements. When travelling in a space pupils' attention should be drawn to spatial awareness and moving with control. When performing a sequence or balance, good control through sound body tension should be an expectation and when stopping, pupils should be taught to hold still.

Cooperative physical activities - Cooperation is a behaviour demonstrated by individuals working together toward shared goals.

In many activities in physical education, pupils must learn to work cooperatively as well as have a desire to defeat opponents. Generally, co-operation requires a greater degree of maturation and intellectual development than competition.

Cooperative physical activities can involve many different types of group interaction. Co-operative Games, for example, enable pupils to work together in a caring and co-operative way as a social unit, to be inclusive, and to develop coordination, motor and problem solving skills.

Co-ordination - The ability to control the movement of the body in co-operation with the body's sensory functions, e.g. catching a ball (ball, hand and eye co-ordination). http://www.brianmac.co.uk/agility.htm

Core movement - The competency in motor skills and movement patterns needed to perform a variety of physical activities. http://www.uen.org/core/core.do?courseNum=7700

There are a number of different types of skills:

Cognitive - or intellectual skills that require thought processes

Perceptual - involving interpretation of presented information

Motor - involving movement and muscle control

Perceptual motor - involving the thought, interpretation and movement skills

www.brianmac.co.uk/tech.htm
Pupils will be at different levels in their development of core movement skills. Opportunities to develop and assess pupils' core movement skills should be the foundation to physical education.

Demanding - Calling for intensive effort or attention http://dictionary.reference.com/browse/demanding; in the physical education context, intensive physical effort (i.e. physically demanding).

Effectiveness - Adequate to accomplish a purpose; producing the intended or expected result. http://dictionary.reference.com/browse/effectiveness

Excel - Deriving from the word excellent, to do very well or be exceptionally good at or proficient in an activity. http://oxforddictionaries.com/definition/english/excel?q=excel

At KS1 and KS2, pupils should work on developing their fundamental movement skills. Pupils who are excelling would perform movement with good balance, coordination and control. Pupils can also excel in their knowledge and understanding of concepts, terms or different activities, or in their confidence, attitude and motivation towards physical activity.

At the end of KS1 pupils should be expected to:

Develop control and coordination of their physical movements

Recognise, observe and apply rules in competitive and cooperative games and other physical activities and know why they are important

Devise, perform and repeat compositions and sequences

Use and apply simple tactics and strategies

Improve performance by observation and use set criteria for evaluation

Understand the benefits of regular exercise and how their bodies feel when they exercise.

Pupils who excel at KS1 should be able to:

Control and coordinate their bodies and movements with increasing skill and confidence

Follow and apply more complex rules in a range of games

Develop physical skills and techniques by observation, evaluation and refinement; and use repetition and practice to reach higher standards

Use tactics, strategies and compositional ideas to achieve set objectives and improve performance

Recognise ways in which stamina and flexibility can be improved through daily physical activity

explore a range of actions, dynamics, space and relationships, and know how to create dance motifs and compose simple dances.

Pupils who excel at KS2 would be able to:

Develop whole body control and fine manipulation skills

Know and understand what needs to be achieved, critically evaluating how well it has been achieved and finding ways to improve

Understand that physical activity contributes to the healthy functioning of the body and mind and is an essential component of a healthy lifestyle

Refine and adapt skills into techniques

Make decisions about what to do to improve their performance and the performance of others.

The National Curriculum Primary Handbook February (2010).
Expert
Noun - A person who has special skill or knowledge; a person who is a specialist authority in some particular field.

Adjective - Possessing specialist skill or knowledge; skillful or skilled. ( http://dictionary.reference.com/browse/expert)

Fairness and respect - Fairness and respect within physical education can be demonstrated and developed as follows, by:

Fairness

Taking turns

Sharing equipment and apparatus

Following rules and making up rules for games

Recognising and accommodating the different abilities of their peers

Sharing ideas and knowledge

Accepting anyone can take part regardless of their race, religion, gender or sex.

Respect

Caring for equipment and apparatus

Keeping themselves and others safe i.e. when travelling in a space, moving equipment

Celebrating others' successes, including of opponents

Listening to teachers' instructions

Listening and responding to others' ideas

Understanding everyone has a right to take part regardless of ability

Recognising others' contributions.

Fitness - There are two main types of fitness, health-related and skill-related. In the NCPE, the term is used to refer to health-related fitness. This comprises five components (cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition).

Personal fitness - Personal fitness is the composite level of these five components that an individual possesses at any point in time.

At KS 4 pupils should know and understand their own levels of personal fitness, and how and through which activities they can develop their fitness.

Flexibility - Flexibility, mobility and suppleness all refer to the range of limb movement around joints. www.brianmac.co.uk/agility.htm

In activities such as gymnastics and athletics pupils can draw on and develop their flexibility using the full range of movement in controlled, focused as well as in dynamic ways. Where possible, skills and positions demanding flexibility are best practised and refined statically (i.e. still) first, before being performed dynamically (i.e. moving).

Movement patterns in dance - Movement composed of the elements of dance in a regular arrangement, configuration or design; a dance pattern. http://mdk12.org/instruction/curriculum/arts/vsc_dance_glossary.pdf

Physically demanding activities - Physical activities that challenge an individual to move on from their own baseline level of performance to the next step.

For some pupils this could be holding a simple balance and for others it may be improving their stamina, co-ordination, speed or agility.

Strength - The ability of a muscle or muscle group to overcome a resistance. www.brianmac.co.uk/agility.htm

At KS1 and KS2, pupils can develop strength through taking their own body weight, balancing, climbing, hanging, swinging, jumping, skipping, running, or swimming etc.

At KS3 and KS4, pupils can develop strength through the above plus through more formal sports as well as fitness-related activities such as circuits, aerobics or resistance training using free or fixed weights. The use of heavy weights however, should be avoided.

Sustained - To keep up or keep going; as an action or process; in the physical education context to keep up/maintain the behaviour of physical activity. http://dictionary.reference.com/browse/sustained

Ofsted (2013) suggests 'Teachers should improve pupils' fitness by keeping them physically active throughout all lessons and engaging them in regular, high intensity vigorous activity for sustained periods of time.' It should be noted though that, despite high intensity, vigorous activity having benefits, it may not be appropriate for all pupils and sustained physical activity of any intensity is still beneficial.

Tactic - The particular method used or selected to achieve something. http://dictionary.reference.com/browse/tactic

Technique - A technique is the way of performing a skill.

Players select different techniques for performing skills on the basis of:

Their personal preference - which technique suits their level of skill or confidence

The effectiveness of the technique - which technique gives them the most success

The situation - which technique is best at a given time and place, and is within the rules.
Skills and Techniques
Strategy - The intended or chosen plan to achieve a particular purpose; http://dictionary.reference.com/browse/strategy; for example, in the physical education context, the plan to overcome an opponent in a game or to solve a problem in outdoor education.

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Glossary of Terms - Association for Physical Education - Association For Physical Education | P.E.

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Glossary of Keywords in the National Curriculum Agility - Agility is the ability to change the direction of the body in an efficient and effective manner. www.brianmac.co.uk/agility.htm Pupils can be [...]

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https://www.afpe.org.uk/physical-education/recommended-readings/

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Association for Physical Education - Association For Physical Education | P.E.

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The following reading lists outline a number of physical education specific texts to support the delivery of the subject and the National Curriculum.

It should be noted that the lists are by no means exhaustive and the inclusion or omission of particular texts should not be taken as endorsement or otherwise of them by the Physical Education Expert Group. The texts are organised into the following categories:

Teaching and Learning - General

Research and Inquiry

Movement and Motor Development

Inclusive Practice

Subject Leadership

Early Years Physical Development

Physical Education - Health-Related Texts

Primary Physical Education - Initial Teacher Education

Secondary Physical Education - Initial Teacher Education

Physical Education Journals

Readings
Teaching & Learning - General:

Armour, K (2011) Sport Pedagogy: An Introduction for Teaching and Coaching Essex: Pearsons

Armour, K (2014) Pedagogical Cases in Physical Education and Youth Sport London: Routledge

Bailey, R & Kirk, D (2009) The Routledge Physical Education Reader London: Routledge

Graham, G. M (2008) Teaching Children Physical Education: Becoming a Master Teacher Leeds: Human Kinetics

Grout, H & Long, G (2009) Improving Teaching and Learning in Physical Education Maidenhead: Open University Press

Griffin. L. L & Butler, J. I. (2010) More Teaching Games for Understanding: Moving Globally Champaign IL: Human Kinetics

Frapwell, A (2014) A Practical Guide to Assessing Without Levels Leeds: Coachwise

Hay, P., & D. Penney (2012) Assessment in Physical Education: A Socio-cultural Perspective London: Routledge

Kirk, D., Macdonald, D., & O'Sullivan, M (2006) Handbook of Physical Education London: Sage

Laker, A (2001) Developing Personal, Social and Moral Education through Physical Education: A practical guide for Teachers

Lavin, J. (2008) Creative Approaches to Physical Education: Helping children to achieve their true potential London; Routledge

Light, R (2013) Game Sense: Pedagogy for Performance, Participation and Enjoyment Oxon: Routledge

Mosston, M & Ashworth, S (2001) Teaching Physical Education San Francisco: Benjamin Cummings

Pickard, A., & Maude, P (2014) Teaching Physical Education Creatively London: Routledge

Rink, J (2008) Physical Education Curriculum New York: McGraw-Hill

Stidder, G. (2015) Becoming a Physical Educator London: Routledge

Stolz, S. A (2014) The Philosophy of Physical Education: A new perspective Oxon: Routledge

Stidder, G. & Binney, J (2012) Innovative Approaches to Teaching and Learning in Physical Education Routledge: Abingdon

Tinning, R (2011) Pedagogy and Human Movement London: Routledge

Webster, M & Misra, S.(2015) Teaching the Primary Foundation Subjects Maidenhead: McGraw-Hill Education

Research & Contemporary Issues:

Armour, K. & Macdonald, D (2012) Research Methods in Physical Education and Youth Sport Oxon: Routledge

Bailey, R & Kirk, D (2009) The Routledge Physical Education Reader London: Routledge

Capel, S., &Pitrowski , S (2013) Issues in Physical Education London: Routledge

Capel, S., & Whitehead, M (2012) Debates in Physical Education London: Routledge

Dyson, B., & Casey, A (2014) Cooperative Learning in Physical Education: A research based approach London: Routledge

Green, K (2008) Understanding Physical Education London: Sage

Hardman, K., & Green, K (2011) Contemporary Issues in Physical Education: International Perspectives Maidenhead: Meyer & Meyer

Kirk, D (2013) Physical Education and Curriculum Study London: Routledge

O'Sullivan, M., & MacPhail, A (2010) Young People's Voices in Physical Education and Youth Sport. London: Routledge

Ovens, A., Hopper, T & Butler, J (2012) Complexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research London: Routledge

Piper, H. (2015) Touch in Sports Coaching and Physical Education: Fear, Risk and Moral Panic London: Routledge

Piper, H., Garratt, D., & Taylor, B (2015) Moral Panic in Physical Education and Coaching London: Routledge

Rossi, T., Hunter, L., Christensen, E & Macdonald, D (2014) Workplace Learning in Physical Education: Emerging Teachers' Stories from the Staffroom and Beyond London: Routledge

Tannehill, D., MacPhail, A., Halbert G., & Murphy, F (2012) Research and Practice in Physical Education, London: Routledge

Whitehead, J., Telfer, H., & Lambert, J (2013) Values in Youth Sport and Physical Education London: Routledge

Wright, J., Macdonald, D., & Burrows, L (2004) Critical Inquiry and Problem-Solving in Physical Education London: Routledge

Movement & Motor Development:

Colvin, V. A., Markos, N & Walker, P (2008) Teaching the Nuts and Bolts of Physical Education: ages 5-12 (2nd Ed.) Human Kinetics: Champaign: IL

Gallahue D.L. (2002) Developmental Physical Education for Today's Children Champaign, Il: Human Kinetics

Gallahue, D.L and Ozmun, J.C. (2011) Understanding Motor Development: Infants, Children. Adolescents, Adults (7th edn) London: McGraw-Hill

Gallahue, D.L. & F. Cleland-Donnelly (2007) Developmental Physical Education for All Children Champaign, IL: Human Kinetics

Graham, G., Holt/Hale, S.A. & Parker, M (2012) Children Moving: A Reflective Approach to Teaching Physical Education (9thedn)New York: McGraw-Hill

Haywood, K. & Getchell, N (2009) Life Span Motor Development (5thedn) Leeds: Human Kinetics

Whitehead, M.(2010) Physical Literacy Throughout the Lifecourse London: Routledge

Inclusive Practice:

Addy, L. M (2006) Get Physical! An Inclusive, Therapeutic P.E. Programme to Develop Motor Skills Cambridge: LDA

Grenier, M. (2014) Physical Education for Students with Autism Spectrum Disorders Leeds Human Kinetics

Horvat, M., Kalakian, L., Croce, R & Dahlstrom, V (2010) Developmental/Adapted Physical Education Making Ability Count (5th Eds) San Francisco: Benjamin Cummings

Morley, D., & Bailey, R (2006) Meeting the Needs of Your Most Able Pupils: Physical Education and Sport, London: David Fulton

Rouse, P (2009) Inclusion in Physical Education Leeds: Human Kinetics

Stidder, G., & Hayes, S. (2012) Equity and Inclusion in Physical Education and Sport London: Routledge

Vickerman, P (2006) Teaching Physical Education to Children with Special Educational Needs Oxon: Routledge

Subject Leadership:

Frapwell, A., & Caldecott, S (2011) In Deep: Learning to Learn in Physical Education Leeds: Coachwise

Haydn-Davies, D. & Kaitell, E (2010) Physical Education: Beyond the Curriculum Leeds: Coachwise

Lund, J & D. Tannehill (2014) Standards-Based Physical Education Curriculum Development Massachusetts: Jones and Bartlett Publishers

Severs, J (2012) Safety and Risk in Primary School Physical Education London: Routledge

Whitlam, P (2012) Safe Practice in Physical Education and Sport Leeds: Coachwise

Wilkinson, S., Marchant, E& Hunt, M (2009) A Practical Guide to Achieving Excellence and High Quality Leadership in Primary Physical Education Leeds: Coachwise

Early Years & Physical Development:

Cooper, L. & Doherty, J. (2010) Physical Development: Supporting Development in the Early Years Foundation Stage, London: Continuum

Davies, M (2003) Movement and Dance in Early Childhood (2nd Eds) London: Sage Publications

Wetton, P (1997) Physical Education in the Early Years London: Routledge

Pica, R (2014) Early Elementary Children Moving and Learning: A Physical Education Curriculum Minnesota State: Redleaf Press

Doherty, J & Bailey, R (2002) Supporting Physical Development in the Early Years Buckingham: Open University Press

Physical Education - Health Related Texts:

Association for Physical Education (October 2015) Health Position Paper

BHFNC (March 2013) Interpreting the UK physical activity guidelines for children and young people (5-18)

Cale, L., & Harris, J. (2005)Exercise and Young people: Issues, Implications and Initiatives Basingstoke, Hampshire: Palgrave Macmillan

Department of Health (2011) Start Active, Stay Active: A report on physical activity for health from the four home countries Chief Medical Officers

Dinan Thompson, M. (Ed.) (2009) Physical Education and Health: Issues for Curriculum in Australia and New Zealand Victoria: Oxford University Press

Elbourn, J. (2008) Aerobics and Circuits for Secondary Schools Leeds: Coachwise

Elbourn, J., & James, A. (2013) Fitness Room Activities for Secondary Schools - A Guide to Promoting Learning about Healthy Active Lifestyles Leeds: Coachwise

Primary Physical Education - Initial Teacher Education:

Allen, W (2009) Classroom Gems: Games, Ideas and Activities for Primary PE Essex: Pearson

Armour, K (2012) Sport Pedagogy: An Introduction for Teaching and Coaching Essex: Pearsons

Bailey, R (2001) Teaching Physical Education: A Handbook for Primary and Secondary School Teachers London: Kogan

Doherty, J & Brennan, P (2013) Physical Education 5 - 11: A Guide for Teachers London: Routledge

Gallahue, D. L., & Ozmun, J. C (2011) Understanding Motor Development: Infants, Children. Adolescents, Adults (7thedn) London: McGraw-Hill

Graber, K & Woods, A (2012) Physical Education and Activity for Elementary Classroom Teachers New York: McGraw-Hill

Graham, G., Holt/Hale, S.A. & Parker, M (2012) Children Moving: A Reflective Approach to Teaching Physical Education (9thedn) New York: McGraw-Hill

Griggs, G. (2012) An Introduction to Primary Physical Education London: Routledge

Griggs, G. (2015) Understanding Primary Physical Education London: Routledge

Haywood, K. & Getchell, N (2009) Life Span Motor Development (5thedn) Leeds: Human Kinetics

Knight, E & S. Chedzoy (2013) Physical Education in Primary School: Access for all Oxon: David Fulton Publishers

Lawrence, J (2012) Teaching Primary Physical Education London: Sage

Paine, L (2014) Complete Guide to Primary Dance Leeds: Human Kinetics and NDTA

Pangrazi, R & Beighle, A (2013) Dynamic Physical Education for Elementary School Children: Lesson Plans for Implementation San Francisco: Benjamin Cummings

Pica, R (2008) Physical Education for Young Children Leeds: Human Kinetics

Pickard, A., & Maude, P (2014) Teaching Physical Education Creatively London: Routledge

Pickup, I., & Price, L. (2007) Teaching Physical Education in the Primary School: A Developmental Approach London: Continuum

Rovegno, I & Bandhauer, D (2013) Elementary Physical Education: Curriculum and Instruction Massachusetts: Jones and Bartlett Learning

Severs, J.(2012) Safety and Risk in Primary School Physical Education London: Routledge

Stidder, G., & Hayes, S (2012) The Really Useful PE Book: Learning and Teaching 7 - 14 age range London: Routledge

Williams, A & Cliffe, J (2011) Primary PE: Unlocking the Potential Maidenhead: McGraw-Hill

Zachopolou, E., Liukkonen, J., Pickup, I & Tsangaridou, N (2012) Early Steps Physical Education Curriculum Leeds: Human Kinetics

Secondary Physical Education - Initial Teacher Education:

Armour, K. (2012) Sport Pedagogy: An Introduction for Teaching and Coaching, Essex: Pearsons

Bailey, R (2010) Physical Education: A Guide for Secondary Schools London: Continuum

Bailey, R & Kirk, D (2009) The Routledge Physical Education Reader London: Routledge

Capel, S., & M. Whitehead (2015) Learning to Teach Physical Education in the Secondary School: A companion to school experience (4th eds) London: Routledge

Capel, S., & M. Whitehead (2013) Learning to Teach Physical Education in the Secondary School: A companion to school experience (2nd eds) London: Routledge

Capel, S., & P. Breckon (2013) A Practical Guide to Teaching Physical Education in the Secondary School (2nd eds) London: Routledge

Darst, P., Pangrazi, R., Sariscsany, M. J & Brusseau, T (2013) Dynamic Physical Education for Secondary School Students (7th Eds) San Francisco: Benjamin Cummings

Grout, H & Long, G (2009)Improving Teaching and Learning in Physical Education Maidenhead: Open University Press

Macfayden, T & Bailey, R (2002) Teaching Physical Education 11 - 18: Perspectives and Challenges London: Continuum

Scheff, H., Sprague, McGreevy-Nichol, S (2014) Experiencing Dance(2ndEds)Champaign IL: Human Kinetics

Stidder, G., & Hayes, S. (2012) Equity and Inclusion in Physical Education and Sport London: Routledge

Stidder, G., & Hayes, S (2012) The Really Useful PE Book: Learning and Teaching 7 - 14 age range London: Routledge

Vickerman, P. ( 2007) Teaching Physical Education to Children with Special Educational Needs Oxon: Routledge

Physical Education Journals:

Education 3 - 13 (Taylor and Francis)

European Journal of Physical Education (Taylor and Francis)

European Physical Education Review (Sage)

Journal of Physical Education, Recreation and Dance (Taylor and Francis)

Journal of Teaching in Physical Education (Human Kinetics)

Physical Education Matters and Primary Physical Education Matters (afPE)

Physical Education and Sport Pedagogy (Taylor and Francis)

Sport, Education and Society (Taylor and Francis)

The Graduate Journal of Sport, Exercise and Physical Education Research (University of Worcester)

Click HERE to download a Word copy of this list of Recommended Readings.

Resources
Physical Education Resources to Support the National Curriculum:
The following document outlines a number of physical education specific resources to support the practical delivery of the subject and the new National Curriculum, whilst the second table provides a list of web sites which include or signpost various resources.

It should be noted that the resources and web sites listed are by no means exhaustive and the inclusion or omission of particular resources or sites should not be taken as endorsement or otherwise of them by the Physical Education Expert Group. The resources are organised by activities or other general areas (e.g. early years; inclusive provision).

Click HERE to download the document that outlines physical education resources to support the National Curriculum.
Physical Education: Website Resource Signposting

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Readings and Resources - Association for Physical Education - Association For Physical Education | P.E.

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The following reading lists outline a number of physical education specific texts to support the delivery of the subject and the National Curriculum. It should be noted that the lists are by no means exhaustive and the inclusion or omission of particular texts should not be taken as endorsement or otherwise of them by the [...]

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https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239040/PRIMARY_national_curriculum_-_Physical_education.pdf

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Ousted research review - PE (March 2022)

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Ousted research review - PE (March 2022)

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https://www.gov.uk/government/publications/research-review-series-pe

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A review of research into factors that influence the quality of physical education (PE) in schools in England.